| A£®determine the speed of moving objects |
| B£®1ocate objects in the distance exactly |
| C£®defend soldiers against their enemies |
| D£®help biologists protect rare animal |
| A£®make an advertisement |
| B£®describe the software briefly |
| C£®show the benefits of the software |
| D£®present the functions of smartphones |
| A£®By taking a short video£® |
| B£®By locating its position. |
| C£®By taking a single image£® |
| D£®By measuring real-life size. |
| A£®Casual£® | B£®Optimistic£® | C£®Cautious£® | D£®Flexible |
| A£®Qia Wang£¬a Talented Doctoral Student |
| B£®Use Smartphones to Their Full Potential |
| C£®Targeting and Tracking With Smartphones |
| D£®Smartphone-armed Soldiers on the Battlefield |
| Äê¼¶ | ¸ßÖÐ¿Î³Ì | Äê¼¶ | ³õÖÐ¿Î³Ì |
| ¸ßÒ» | ¸ßÒ»Ãâ·Ñ¿Î³ÌÍÆ¼ö£¡ | ³õÒ» | ³õÒ»Ãâ·Ñ¿Î³ÌÍÆ¼ö£¡ |
| ¸ß¶þ | ¸ß¶þÃâ·Ñ¿Î³ÌÍÆ¼ö£¡ | ³õ¶þ | ³õ¶þÃâ·Ñ¿Î³ÌÍÆ¼ö£¡ |
| ¸ßÈý | ¸ßÈýÃâ·Ñ¿Î³ÌÍÆ¼ö£¡ | ³õÈý | ³õÈýÃâ·Ñ¿Î³ÌÍÆ¼ö£¡ |
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| A£®Strengths and weaknesses. | B£®Plot and character. |
| C£®Programs and scenes. | D£®Location and description. |
| A£®In a personal diary. |
| B£®In an official report. |
| C£®In a tourist guidebook. |
| D£®In a popular magazine. |
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| A£®he intends to improve his scores |
| B£®Polish kids are better at learning |
| C£®sports are not supported at schools in Gettysburg |
| D£®he wants to be the smartest kid in the world |
| A£®PISA plays a very important role in America |
| B£®little time is spent on sports in Japanese schools |
| C£®American students do better in both math and sports |
| D£®too much importance is placed on sports in America |
| A£®low expectations result in American students' poor PISA performance |
| B£®high expectations push up American students' academic performance |
| C£®American students' academic performance worries their parents a lot |
| D£®lacking practice contributes to American students' average performance |
| A£®compare Polish schools with those in America |
| B£®call on American schools to learn from the Polish model |
| C£®draw public attention to a weakness in American school tradition |
| D£®explain what is wrong with American schools and provide solutions |
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| A£®winds | B£®dust |
| C£®mountains | D£®animals |
| A£®there is a large amount of ice at the poles |
| B£®there is a thicker and warmer atmosphere |
| C£®there are some kinds of simple plants |
| D£®there are many active volcanoes |
| A£®Certain gases should be used to warm the Mars. |
| B£®Plants should be grown to make the Mars fit to live on. |
| C£®The Mars could support life on right conditions in the future. |
| D£®People could live on the Mars in a special closed environment. |
| A£®No Life on the Mars |
| B£®Study of the Mars |
| C£®The Possibility of Life on the Mars |
| D£®Future Conditions on the Mars |
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| A£®keep watch on his house |
| B£®keep his house safe |
| C£®monitor the elderly people inside |
| D£®save electricity |
| A£®sense important organs of a person |
| B£®keep an old man from falling |
| C£®get the medical information of a sick person |
| D£®record a person¡¯s daily activities |
| A£®more sensitive |
| B£®be connected with the Internet |
| C£®available for common people |
| D£®suitable to wear on the wrist |
| A£®The wristband can be large and expensive. |
| B£®The wristband will get false information of a person. |
| C£®It will not be used in the proper way. |
| D£®It will bring inconvenience to the old people. |
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| A£®People¡¯s personalities call be judged by their shoes£® |
| B£®Shoes convey false information about the wearer£® |
| C£®People know little about their personalities£® |
| D£®Shoes Call hide people¡¯s real personalities£® |
| A£®look at pictures of different shoes |
| B£®provide pictures of their shoes |
| C£®hand in their commonly worn shoes |
| D£®design a personality questionnaire |
| A£®Pleasant people like wearing uncomfortable shoes£® |
| B£®Wealthy people often wear expensive shoes£® |
| C£®Flahshier shoes are typically worn by outgoing people£® |
| D£®Aggressive people are likely to weal"ankle boots£® |
| A£®become a political leader |
| B£®have a calm character |
| C£®worry about their appearance |
| D£®wear strange shoes |
| A£®teach how to choose shoes |
| B£®describe different personalities |
| C£®inform us of a new study |
| D£®introduce a research method |
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| A£®English will become less and less important in the stage of compulsory education. |
| B£®It has been 30 years since English became one subject of national college entrance exam. |
| C£®China¡¯s once-in-a-lifetime exam system is unacceptable at all. |
| D£®The system that tests are held several times does more good than once-in-a-lifetime exam system. |
| A£®the new exam and admission system will make no difference |
| B£®English shouldn¡¯t be removed from China¡¯s college entrance exam |
| C£®the reform may accomplish the very opposite |
| D£®Western educational system does not apply to China |
| A£®Students needn¡¯t lay a good foundation during the period of high school. |
| B£®Whether students should study hard English may depend on their major. |
| C£®Students can constantly strive for perfection only in their major. |
| D£®English must be close to full mark. |
| A£®To advise students not to devote themselves to English. |
| B£®To call on Education Department to remove English from ¡°Gaokao¡±. |
| C£®To support the act of Ministry of Education. |
| D£®To encourage students to do as they have planned. |
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| A£®models¡¯ and actors¡¯ appearance in ads |
| B£®the fall of media and entertainment industries |
| C£®more and more people becoming obesity |
| D£®more people¡¯s suffering from eating disorder |
| A£®intelligence | B£®weight | C£®patience | D£®strength |
| A£®people think ¡°fat¡± looks ugly |
| B£®fat people are becoming cleverer |
| C£®physical condition is good |
| D£®young people never follow example |
| A£®people should pay attention to the appearance |
| B£®there is no need for any people to go on diet |
| C£®people are beautiful when they concern others |
| D£®there¡¯s always someone who understands and supports you |
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| A£®To attract people to the school. |
| B£®To talk about the school reforms. |
| C£®To introduce the school |
| D£®To introduce the relationship between the school and students. |
| A£®Two | B£®Three | C£® Four | D£®Five |
| A£®provide time to address student¡¯s individual concerns. |
| B£®add more options for students to obtain additional credits toward graduation.. |
| C£®create one-on-one relationships with students. |
| D£®develop individualized learning plans to put every student on a path to graduation. |
| A£®Parents didn¡¯t support the reforms. |
| B£®The reforms intended to improve student outcomes and ensure the success of every student. |
| C£®The school asked parents to donate their money. |
| D£®the school was not serious about family engagement. |
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